Solution Manual for Our Sexuality 12th Edition

Crooks Baur 1133943365 9781133943365

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Chapter 5: Gender Issues

Learning Objectives
1 Define the terms sex and gender.

2 Distinguish between gender identity and gender role, and provide examples of
each.

3 List and describe the different levels of gender-identity formation from a biological
perspective, highlighting the male-female differences and including discussion of
brain and cognitive differences. Identify the homologous sex organs.

4 Explain the process of prenatal sex differentiation, and explain the variants
outlined in the text.

5 Define atypical prenatal differentiation and explain the difference between true
hermaphrodites and pseudohermaphrodites.

6 List and describe common sex chromosome disorders and disorders affecting
prenatal hormonal processes.

7 Explain how social-learning factors influence gender-identity formation. Define

the term intersex and discuss how studies of intersex children and adolescents have
contributed to our understanding of gender identity formation. Identify the major
controversies associated with the treatment of intersex persons, including surgery.

8 Define the interactional model of gender-identity formation.

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publicly accessible website, in whole or in part.
52 Chapter 5 Gender Issues
9 Discuss transsexualism and transgenderism, making specific references to the
following:
a. the characteristics of transsexualism and transgenderism
b. various theoretical explanations regarding what causes gender dysphoria
c. treatment options for people with gender dysphoria
d. the various phases involved in transitioning, including sex reassignment
surgery
e. what studies have revealed regarding post-operative follow-up of the lives
of transsexuals

10 Define and give examples of gender-based stereotypes and discuss cross-cultural

similarities and differences.

11 Explain how parents, peers, schools, textbooks, television, and religion contribute
to the socialization of gender roles, making reference to relevant research.

12 Describe gender role expectations and explain how these stereotypes affect sexual
attitudes and behaviors in men and women.

13 Define the term “androgyny” and discuss research comparing androgynous

individuals to people who are gender-typed masculine or feminine.

Discussion Questions
• Ask students to consider the benefits and consequences associated with being their
gender. What is the one thing they wish they could do but are prevented from doing
because of gender role concerns? What is the source of this concern and who, at the
bottom line, is causing this concern?

• Ask students to list all the persons and institutions that influenced their gender role
development. Encourage students to think about both positive and negative influences
that shaped who they are as sexual beings.

• Ask students to discuss how referring to the other gender as "the opposite sex" affects
our perception of gender differences and similarities. How might it polarize
relationships between genders?

• Is it good to be androgynous? Does androgyny “dilute” one's gender identity? In your

opinion, should we as a society work toward eliminating the so-called “gender
differences”? Why or why not?

• Have students discuss the controversy surrounding “corrective surgery” for intersexed
people. Is it ethically appropriate to perform a surgery on an infant or child without
his or her consent? What may be the ramifications of such a decision?
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
53 Chapter 5 Gender Issues

• What if you chose not to be a male or a female? Have students discuss some of the
benefits and downfalls of not being categorized by gender terms. The discussion
could be broadened to include issues faced by parents when they have an intersex
child.

• Consider transgenderism and transsexualism. Ask students at what age they began to
identify as male or female and to imagine the challenges faced by individuals whose
genital sex and gender identity do not match.

Guest Speakers
• Invite a transgender or transsexual person to come to your classroom to discuss
challenges, personal transition process, or simply to tell his or her story. Many
organizations that serve the gay and lesbian community also provide services to the
transgender/ transsexual community.

• Ask a medical professional to discuss GLBT and/or trans healthcare issues. The
discussion could include the need to establish training and protocol for the medical
community on how to provide services to transgender or transsexual patients.

• Ask representatives from local community action groups (e.g., the Men’s Liberation
Front) to address the class regarding their views on gender role socialization. The
closer in age to your class cohort the more active these conversations become.

• Someone from the Women's Studies or Men's Studies departments (or from another
educational institution in your community) could discuss gender differences and
similarities.

• Ask the Public Health department in your community to provide a speaker on how
gender stereotypes adversely affect public health through their influences on sexual
behavior. Public health department figures can quote local statistics on unwanted
pregnancy and STIs and tend to be particularly effective presenters.

Teaching Ideas
Male and Female, Masculine and Feminine
Brainstorming: Separate the males and females in the class, and (depending on the size of
the class) have students form groups of approximately six to eight students per group.
One student is the designated note taker and will record responses on unlined butcher
paper. Have students brainstorm the pros and cons of being male or female in our society
today (the men brainstorm the pros/cons of being male and the women of being female.)
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
54 Chapter 5 Gender Issues
Allow students 15 to 20 minutes for this activity. When time is up, have students read
their lists aloud.

Next, have students go over their lists within their groups, noting which of the items are
biological or physical (i.e., PMS) and which are socially or culturally constructed (i.e., the
wage gap).

Ask the students if they can identify any patterns – for instance, do the pros seem to be
more biologically based or socially constructed? Or, does there seem to be a combination
of the two influences? Discuss as a class whether the so-called “gender differences”
appear to be innate, socially constructed, or influenced by both biology and society.

Student Reflections: Write a short story about a child whose gender is kept secret until
puberty. How will the baby's parents treat the infant? What are some examples of
comments you might hear from relatives and friends? What challenges would this child
face? What benefits would the child gain? How would this experience affect the child's
puberty and adulthood?

Fish Bowl: Use the fish bowl discussion strategy for this activity (see an overview here:
http://www.ion.uillinois.edu/resources/otai/Fishbowl.asp). Men in the middle of the “fish
bowl” discuss, defend, or deny the statements about men below; women observe and take
note of their own reactions. Reverse: women in the middle discuss, defend, or deny the
statements about women below; men observe and take note of their own reactions. As a
class, discuss student reactions, what they learned about the other and their own genders.
Statements for Men: Men (1) are actively discouraged from displaying emotions,
especially those of extreme sadness such as crying or elation; (2) often experience high
expectations from their fathers and role models in terms of occupational success and the
creation and maintenance of a secure family; (3) frequently experience pressure to be
sexually inclined, active, and ready to go at a moment's notice; (4) find it difficult to ask
for nurturing and to express their dependency needs, among others, especially to other
men; (5) are expected to assume roles of leadership, to be comfortable with risk, and
maintain emotional balance throughout a crisis; (6) want to have large penises; (7) rarely
look to women as role models. Statements for Women: Women (1) have mood swings
during their period and will act erratically at this time; (2) don't really need to work or
develop specialized skills for entry into a profession because they can always find a man
to take care of them; (3) are often troubled by the sexual double standard and feel they
must project a good-girl image while men can do whatever they want with whomever they
want and whenever they want; (4) cannot feel fulfilled unless they become mothers and
raise their children; (5) want to have large breasts; (6) have very few female role models.

Gender-Identity Formation
Fact Finding Groups: Ask students to complete Handout 5.1: Gender Development to
assess their understanding of the role of chromosomes, hormones, and differentiation of
structures in biological gender development.

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publicly accessible website, in whole or in part.
55 Chapter 5 Gender Issues

Student Reflections: Ask students to discuss how their life would be different if they had
been born a different gender. Have them consider relationships, activities, self-esteem,
feelings, advantages, etc. Next, ask students to consider how they would treat a classmate,
their best friend, or their significant other if they discovered he or she were a different
gender. What questions might they want to ask this person?

Value Clarification: Follow the generic rules for this activity found in the Appendix and
use the following statements: (1) A woman is very unlikely to have the emotional stability
to be President of the U.S., or Chief Executive Officer of a major corporation, (2) Men
and women are more different than similar in terms of how they think about the world, (3)
Most men solve problems through action, most women solve problems through dialogue,
(4) Men are not as good as women at parenting babies.
Critical Thinking: Ask students to read one of the recent articles critiquing the sex-
reassignment case previously reported by John Money. This can double as a library
assignment if you have students find the article themselves (1997 issues of Time,
Newsweek, or Rolling Stone). Students can write a two- to three-page summary of the
original case, the reports by Money, and the current rethinking, ending with their thoughts
as to what the case has taught us about sex-reassignment AND research. You will need
copies of these articles yourself, and can either get copies ahead of time to see how
difficult it will be for students, or ask students to turn in their copy with their summary, or
offer extra-credit to a student to act as a "research assistant" in tracking them down for
you.

Transsexualism and Transgenderism

Brainstorm: After an introductory lecture on gender, have the class brainstorm issues or
concerns they imagine a transgender or transsexual individual may encounter in his or her
day-to-day existence (the list may include incorrect assumptions about sexual orientation,
which restroom to use, legal ID, healthcare issues and discrimination). Many students are
surprised to discover the things that they take for granted every day. This is an excellent
activity to complete prior to a guest speaker panel.

Gender Roles
Student Reflections: Read aloud the excerpt from the text regarding the gender-egalitarian
society on the Vanatinai Island. Break the class into pairs or small groups, and have
students discuss the following questions: Where in North America (or under what
sociological/cultural contexts) are gender roles and ideologies more pronounced? Why?
Where (or under what sociological/cultural contexts) is there more gender egalitarianism?
Why? Is it possible to reach full gender egalitarianism in our society? Why or why not?
Discuss as a class.

Brainstorming: Provide students with the following research results from Sprecher,
Barbee, and Schwartz (1995). "Was It Good For You, Too?" Gender differences in first
sexual intercourse experiences. The Journal of Sex Research, 32(1), 3-15. Over 1,000
college students completed a questionnaire describing their first sexual experience. It was
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
56 Chapter 5 Gender Issues
found that men were more anxious and experienced more pleasure; women experienced
more guilt. These differences were the same regardless of the length or stage of the
relationship. Ask students to generate a list of explanations for these results.

Picture This: Find pictures of males and females of different ages engaged in a variety of
activities. Some pictures should have obvious gender clues, some should have misleading
gender clues, and some should contain only subtle or no gender clues. You need to know
the actual gender of the people in the pictures. Ask students to determine the gender of
each person from the pictures then discuss with the class the clues they used to make their
decisions. Finally, provide feedback about their accuracy and finish with a discussion of
why they may have made errors or correct decisions.
• You could prepare for this assignment in one semester by having students look for
and bring in pictures you can keep that meet the above criteria. Discuss with this
group of students how difficult it was to find specific kinds of pictures, and what
they learned from the assignment. Students could also swap pictures and engage
in the exercise above.

Silent Brainstorming: Hang poster-size paper around the room (two for each wall, one
with a male symbol, one with the female symbol). Provide students with felt pens (or ask
them to bring their own felt pen to this class) and have them silently move from poster to
poster reading what is already there and adding their own additions. The topic is to list as
many male characteristics and female characteristics as possible (using rules for
brainstorming). No one is allowed to talk, or to deface what anyone else has written.
After 10 to 15 minutes, have students return to their seats and SILENTLY write their
reactions to this activity. Once they have completed the written assignment, allow at least
10 to15 minutes for students to verbally discuss the activity and their reactions.

Dualing Role Plays: Have a male and female student role play a “typical” gender
stereotyped interaction (e.g., asking for a first date). Then have the same students reverse
roles. Add “consultants” to this role play so that multiple students of either sex can coach
each of the two participants as they attempt to reverse roles. This is a fun exercise and the
more the merrier!

Role Play: Prior to this activity, lead the class in a brainstorm activity in order to define
what the students agree are “essential characteristics” of a person who would fit the
following stereotypes: Euro-American male, Euro-American female, Hispanic-American
male, Hispanic-American female, African-American male, African-American female,
Asian-American male, and Asian-American female. Have a student prepare notecards with
these essential characteristics, and also select a gender for each notecard.
• Ask for 8 volunteers. Give each one a notecard that depicts a role the student will
have to play (gender and ethnic background, as well as the essential
characteristics). Inform the class that they are going to observe the panel in a
discussion of where they should go to eat and what they should do afterwards. The
class's task is to determine the gender and ethnicity of each member on the panel.
Panelists must try to assume the role of their stereotyped character and provide an
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
57 Chapter 5 Gender Issues

honest portrait to the best of their ability. Give the panel 10 to 15 minutes to act
out their skit then have the class guess the roles.
Have panelists talk about what it was like to be in their roles, and have the whole
class discuss their reactions, focusing on how stereotypes may have developed
from kernels of truth but that they are seldom completely accurate.

Experiments: Have your students complete the Bem Sex Role Inventory (an online
version is at http://garote.bdmonkeys.net/bsri.html) and bring their score to class. Ask
students to indicate whether they are masculine, feminine, androgynous, or
undifferentiated by a show of hands.
Have students discuss the validity and reliability of their results by asking questions such
as, “What do the terms ‘masculine’ and ‘feminine’ mean?”, “Can we capture ‘masculinity’
and ‘femininity’ on a questionnaire?”, “How might such ratings be helpful and/or
hurtful?”, “Which terms did not seem to ‘fit’ with ‘masculinity’ or ‘femininity?’”, and
“Do ratings on questionnaires really translate into behaviors?”

Clips / Videos
Clips
“Female-To-Male Transsexual: Teo” (3:50) Human Sexuality PowerLecture CD-ROM
A female-to-male transsexual discusses childhood tendencies and feelings.

“Gender Identity Disorder: Jessica” (4:18) Human Sexuality PowerLecture CD-ROM

A male-to-female transsexual discusses her childhood experiences and making the
decision to transition.

“Male-To-Female Transsexual: Rachel” (3:50) Human Sexuality PowerLecture CD-ROM

A male-to-female transsexual describes childhood and adolescent experiences.

“Perceiving Gender Roles: Ages 0-2” (6:25) Human Sexuality PowerLecture CD-ROM
Parents describe behavior differences in their male and female children. This clip also
contains information on differences in physical environment such as play toys and
clothing.

“Perceiving Gender Roles: Ages 2-5” (2:32) Human Sexuality PowerLecture CD-ROM
Knowledge of gender constancy and gender stereotypes is discussed for children in the
preschool years.

“Perceiving Gender Roles: Ages 5-11” (3:35) Human Sexuality PowerLecture CD-ROM
Girls and boys describe gender stereotypes for males and females.

Videos
99% Woman (50 min.) (2001) Filmakers Library

© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
58 Chapter 5 Gender Issues
A male-to-female transsexual is supported by her partner, but their three sons struggle
with the change.

Adventures in the Gender Trade: A Case for Diversity (40 min.) (1994) Filmakers Library
Using a female-to-male transsexual’s night club act as the backdrop, the difficulties in
seeing only two genders is discussed.

Behind the Veil: Afghan Women Under Fundamentalism (26 min.) (2001) FFH
Afghani women discuss life, including gender, under Taliban rule.

A Boy Named Sue (56 min.) (2000) Women Make Movies

A woman transitions to a man over a six-year period.

Boy or Girl? When Doctors Choose a Child’s Sex (15 min.) (1999) FFH (ABC News)
What, if anything, should be done with an intersexed child?

Boys Don’t Cry (114 min.) (1999) Fox Searchlight

Born into the body of a woman, the protagonist is raped and murdered for living as a man;
based on the Brandon Teena story.

Boy to Girl to Man: Disproving the Theory of Gender Neutrality (51 min.) (2004) FFH
This examines the case of David Reimer (John/Joan) and why gender is more complicated
than environmental influences.

Brain Sex (150 min. 3 volumes) (1993) Insight Media

Sections of these films can be used to demonstrate gender differences and similarities.
This could be especially valuable if students are given a cognitive task to perform and
gender differences are computed. These differences and similarities could be compared to
the film and to contemporary books.

Brandon Teena Story (89 min.) (1998) Bless Bless Productions

Brandon Teena, at the age of 20, was raped and murdered for living as a man.

Celluloid Closet (102 min.) (1995) Sony Pictures Classics

Gender and homosexuality are viewed throughout the history of Hollywood filmmaking.

Colonel Jin Xing (52 min.) (2003) Filmakers Library

Jin Xing, a male-to-female transsexual, was, as a man, a colonel in China’s People’s
Liberation Army; she is now a much-heralded dancer in Shanghai.

Crimes of Honour (44 min.) (1999) Icarus Films

“Across the Islamic world, hundreds of women are shot, stabbed, strangled or burned to
death each year by their male relatives, because they are thought to have dishonored their
families by engaging in unacceptable relationships.”

© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
59 Chapter 5 Gender Issues

Cross-Cultural Comparisons: Gender Roles (120 min. 2 volumes.) (1994) Insight Media
Gender roles around the world are examined.

Discovering Psychology Updated Edition: Program 17: Sex and Gender (30 Min.)
Annenberg Media
This program distinguishes between the terms ‘sex’ and ‘gender,’ reviews gender
stereotypes and societal gender roles from birth to adulthood.

Divide of the Sexes: Gender Roles in Childhood (60 min.) (2008) FFH
Discusses cognitive-developmental differences in males and females, such as achievement
and self-esteem.

Dreamworlds II: Desire, Sex, Power in Music Video (55 min.) (1995) Media Education
Foundation
Using music videos, the filmmakers discuss the messages given to youth about sexuality
and gender.

Finding Our Way: Men Talk About Their Sexuality (41 min.) (1989) New Day Films
This is a documentary depicting a men’s retreat. Participants in the film openly discuss
sexual attitudes and beliefs. The candor displayed can be quite an eye opener!

Gender (30 min.) (2002) Insight Media

Sociologists discuss how gender is learned.

Gender and Sexuality (30 min.) (2001) Insight Media

This program covers gender (roles, stereotypes) and sexuality (sexual response, sexual
dysfunction).

Gender Socialization (60 min.) (1993) Insight Media

This film describes the effect of socialization on feelings, thoughts, and behaviors. It can
be used in conjunction with an activity to assess contemporary sex typing.

The Gender Tango (47 min.) (1996) FFH

What does it mean to be a woman in different cultures around the world?

Georgie Girl (70 min.) (2001) Women Make Movies

A New Zealand male-to-female transsexual becomes the first in the world to hold a
national office.

Hermaphrodites Speak! (30 min.) (1997) Intersex Society of North America

Eight intersexed people discuss the need to eliminate cosmetic genitalia surgery for
intersexed children.

Juggling Gender (27 min.) (1992) Women Make Movies

© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
60 Chapter 5 Gender Issues
A “bearded lady” of the circus talks about gender.

Keep Her Under Control: Law’s Patriarchy in India (52 min.) (1998) University of
California Extension
This video “explores the role of women in a Muslim-dominated village in northern India.”

Margaret Meade: Coming of Age (52 min.) (1990) FFH

This documentary examines Margaret Meade and her anthropological explorations into
gender roles.

Ma Vie En Rose (89 min.) (1997) Sony Pictures Classics

A 7-year-old boy is certain he is a girl; his family struggles with his declaration.

Metamorphosis: Man Into Woman (58 min.) (1990) Filmakers Library

A male-to-female transsexual transitions to her new gender, from pre-surgery to post-
surgery.

Middle Sexes: Redefining He and She (75 Min.) (2005) FFH

This documentary examines intersex individuals as well as those having gone through
transition.

Monuments Are for Men, Waffles Are for Women: Gender, Permanence, and
Impermanence (32 min.) (2000) University of California Extension
The traditional work of men leads to permanent structures; the traditional work of women
is fleeting.

Multiple Genders: Mind and Body in Conflict (39 min.) (1997) FFH
What does it mean to be intersexed or polygendered?

One in 2000 (26 min.) (2006) Fanlight Productions

Approximately one in 2000 children are born with ambiguous genitalia. This program
examines various conditions such as Kleinfelter’s, Turner’s, and Fetally Androgenized
Females through interviews and discussions about sexual reassignment surgery.

Outlaw (26 min.) (1994) Women Make Movies

A woman who passes as a man discusses gender.

Paradise Bent (50 min.) (2000) Filmakers Library

In Samoan culture, some boys are raised as girls (fa'afafines).

Paris Is Burning (78 min.) (1990) Off White Productions, Inc.

Black and Hispanic gay men in New York living at night as drag queens.

The Remarkable Story of John/Joan (30 min.) (1999) Filmakers Library

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publicly accessible website, in whole or in part.
61 Chapter 5 Gender Issues

John, following a circumcision accident as an infant, was raised as a girl on the advice of
John Money; in early adulthood he resumed his identity as John.

Sex and Money: Dr. John Money on Sexual Identity (50 min.) (1991) Filmakers Library
Money shares his thoughts on what factors influence one’s gender and sexual orientation.

Sex: Unknown (60 min.) (2001) Insight Media

What are some of the negative effects of assigning gender to children with ambiguous or
damaged genitalia?

The Sexes (53 min.) (1999) FFH

Academics from several fields discuss gender as it has existed and currently exists around
the world.

Shackled Women: Abuses of a Patriarchal World (41 min.) (1999) FFH

Interviewees “speak out on topics such as dowry deaths, female circumcision, the Islamic
zina law, the rigors of hijab, and child prostitution.”

Sir: Just a Normal Guy (57 min.) (2001) Women Make Movies
Follow Jay as he transforms from woman to man.

Talking Gender (23 min.) (1999) Insight Media

Teenagers discuss gender socialization.

The Third Sex (53 min.) (1997) FFH

Four different types of intersexuality are discussed.

Transamerica (103 min.) (2005) Genius Productions, Inc.

A pre-operative male-to-female transsexual takes an unexpected journey when she learns
that she fathered a son, now a teenage runaway hustling on the streets of New York.

Transgender Revolution (50 min.) (1998) A&E

What is it like to be transsexual in the U.S.?

A Transgendered Journey: Workplace and Lifestyle Management (58 min.) (2001)

Insight Media
A male-to-female transsexual transition.

Trinidad (84 min.) (2008) Surly Puppy Productions

This documentary describes the transformation of a small town into the so-called “sex-
change capital of the world” from the point of view of townspeople, surgeon, transperson
Marci Bowers, and other transpersons.

Why Husbands Don’t Talk to Their Wives (28 min.) (1993) FFH
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
62 Chapter 5 Gender Issues
“Several couples talk about their problems in communicating, and a marriage and family
therapist offers some exercises designed to help any couple improve communication.”

You Don’t Know Dick: Courageous Hearts of Transsexual Men (75 min.) (1996)
University of California Extension
Six female-to-male transsexuals are interviewed.

© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
63 Chapter 5 Gender Issues

Suggested Websites

● http://www.gender.org.uk/about/. This is a wonderful website for research and

historical information about gender roles. It also provides access to a number of other
great gender sites.

• http://www.feminist.org/. The Feminist Internet Gateway: This is purely a resource of

websites for women's issues, organized by subject matter.

• http://www.genderads.com. This website, founded by Dr. Scott Lukas, allows users to

examine PowerPoints of print ads comparing males and females across several
domains. This would be a great site to launch a discussion of gender roles in the
media or to incorporate into lecture.

• http://www.unfpa.org/. The United Nations Population Fund: This organization

addresses gender issues from an international perspective.

• http://www.isna.org/. The Intersex Society of North America (ISNA) is the premier

resource for people seeking information and advice about atypical reproductive
anatomies and disorders of sex development (DSDs). This excellent website includes
FAQs, video and book resources, advocacy, news, and other information.

• http://sccatl.org/content/. The Southern Comfort Conference is the world’s largest

gathering of transpersons and their partners and others. It provides a wide range of
workshops and support services as well as information on vendors that address the needs
of transpersons.

© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
64 Chapter 5 Gender Issues
Handout 5.1: Human Development

1. Chromosome Facts: There are __________ chromosome pairs in most human

cells. The reproductive cells contain 22 autosomes plus a _____ chromosome;

which is _____ in males, and _____ in females. Each parent contributes one sex

chromosome at conception; the results of an XX combination will be a

__________, an XY combination will be a _________. The Y chromosome has a

gene called SRY, which is responsible for

. The X chromosome has a

gene called DSS, which may be responsible for

2. Hormone Facts: The ovaries produce and

. The testes produce

. The adrenal glands produce

3. Internal Reproductive Structures: The Müllerian ducts will develop into

The Wolffian ducts will develop into .

4. External Genitals: The will become

the penis in males and the clitoris in females.

5. Sexual Differentiation of the Brain: The two major brain areas that seem to be

affected during gender development are the and

the

© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.